children in schools of this type.
In the late 1980s about one-third of all deaf students were being taught in residential schools (Strong xi). These children include most children of deaf parents and many other deaf students. The deaf culture is emphasized in these settings. American Sign Language is the normal mode of communication among deaf students in residential schools (Strong xi). Students who are not fluent in ASL quickly become fluent in residential schools. ASL generally becomes their language of choice and their primary language for communicating and thinking. English is used for academics and conversing with non-ASL speakers. As such, english becomes a second language.
Deaf children who are in community schools are not generally kept in completely self-contained classrooms. Since the advent of the Individuals with Disabilities Education Act, children must be educated in the least restrictive environment. It is now possible for children whose only disability is a hearing loss to be in a regular classroom with support from various specialists. It is reasonable to expect that hearing impaired children will receive appropriate hearing aids. In almost all cases, it is poss
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